ART EDUCATION AND CREATION
| Title | ΕΙΚΑΣΤΙΚΗ ΑΓΩΓΗ ΚΑΙ ΔΗΜΙΟΥΡΓΙΑ / ART EDUCATION AND CREATION |
| Code | ΥΒ.1.033 |
| Faculty | Education |
| School | Early Childhood Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Anastasia zoi Souliotou |
| Common | No |
| Status | Active |
| Course ID | 80004034 |
Programme of Study: UPS of School of Early Childhood Education (2012-today)
Registered students: 136
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Core | Backround Course | Winter/Spring | - | 6 |
| Academic Year | 2019 – 2020 |
| Class Period | Spring |
| Faculty Instructors | |
| Instructors from Other Categories |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600159858
|
Class Schedule
| Building | Education Blue |
| Floor | Groundfloor |
| Hall | ΑΙΘΟΥΣΑ ΛΥΟΜΕΝΟ 2 (173) |
| Calendar | Thursdsay 08:30 to 11:00 |
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600159858
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
- English (Instruction, Examination)
Learning Outcomes
The learning outcomes include that students can
1) comprehend the basic principles and knowledge of art education and child development,
2) develop and design art studio activities for kindergarten and primary school children,
3) develop their own skills through experiential studio learning of art media, techniques, and art processes in their art works,
4) develop skills in art production, such as manipulation of material, media, etc. and
5) develop evaluation criteria for the significance of historical art, children’s art production and their own art production. These factors result in a lifelong devotion to the visual arts.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Work in an international context
- Work in an interdisciplinary team
- Generate new research ideas
- Design and manage projects
- Appreciate diversity and multiculturality
- Respect natural environment
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The “Art Education and Creativity” class offers specific knowledge of the theories that have developed through the history of art education. The syllabus includes topics like the history of art education, drawing development in children, teaching approaches, art processes and activities. The class aims students will:
1) comprehend the contemporary art teacher’s role and be able to illustrate the developmental, cultural, and social aspects of children’s art production,
2) apply artistic language and thinking to their studio productions,
3) develop skills in art production through practices with materials, media, and art techniques,
4) evaluate the art activities that they apply to kindergarten
5) produce art works that communicate personal meaning
6) generate evaluation criteria for historical art.
Keywords
Art education, early childhood education, drawing development in children, artistic language and thinking, studio production
Educational Material Types
- Notes
- Slide presentations
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 10 | 0.4 | ✓ | ✓ | ✓ |
| Seminars | 10 | 0.4 | ✓ | ✓ | ✓ |
| Laboratory Work | 10 | 0.4 | ✓ | ✓ | ✓ |
| Fieldwork | 10 | 0.4 | ✓ | ✓ | ✓ |
| Reading Assigment | 20 | 0.8 | ✓ | ✓ | ✓ |
| Artistic Workshop | 60 | 2.4 | ✓ | ✓ | ✓ |
| Field trips and participation in conferences / seminars / activities | 15 | 0.6 | ✓ | ✓ | ✓ |
| Written assigments | 15 | 0.6 | ✓ | ✓ | ✓ |
| Total | 150 | 6 |
Student Assessment
Description
The assessment of the “Art Education and Creativity” class uses the following processes:
During the semester:
A. Students’ studio production performances are assessed
B. Individual and group written assignments are marked and assessed
C. Individual and group presentations and teaching units are marked and assessed
At the end of the semester
A. Written exams
B. Studio production portfolio
Student Assessment methods
- Written Exam with Multiple Choice Questions (Summative)
- Written Exam with Short Answer Questions (Summative)
- Written Exam with Extended Answer Questions (Summative)
- Written Assignment (Summative)
- Oral Exams (Summative)
- Report (Summative)
- Labortatory Assignment (Summative)
- Artistic Performance (Summative)
Bibliography
Course Bibliography (Eudoxus)
(1) Δημητράτου, Β. (2009) Τα παιδιά δημιουργούν και εκφράζονται, Α΄ Τόμος, Αθήνα: Πατάκης. (Κ.Σ. 21986)
(2) Schirmacher, R. (2008) Τέχνη και δημιουργική ανάπτυξη των παιδιών, Αθήνα: Συμμετρία, Σ. Αθανασόπουλος & ΣΙΑ ΟΕ (Κ.Σ. 16581)
Additional bibliography for study
Arnheim, R. (2007). Οπτική σκέψη. Θεσσαλονίκη: University Studio Press.
Arnheim, R. (1999). Τέχνη και οπτική αντίληψη. Αθήνα: Θεμέλιο.
Boughton, D. (2011). Τα επτά καθοριστικά χαρακτηριστικά μιας προσέγγισης του οπτικού πολιτισμού στην καλλιτεχνική εκπαίδευση. Στο Τιτίκα Σάλλας (επιμ.). Σύγχρονες προσεγγίσεις στην διδακτική της τέχνης. Αθήνα: νήσος.
Chapman, L. (1993) Διδακτική́ της τέχνης: Προσεγγίσεις στην καλλιτεχνική́ αγωγή́, Αθήνα: Νεφέλη.
Daucher, H & Seitz, R. (2003). Διδακτική των Εικαστικών Τεχνών. Αθήνα: Ελληνικά Γράμματα (επιλογή κειμένων).
Freedman, K. (2003). Teaching Visual Culture. New York: Teacher College Columpia Universtity.
Freedman, K. (2011). Αναδομώντας την καλλιτεχνική εκπαίδευση: Η αναζήτηση των πνευματικών και συναισθηματικών μονοπατιών στη μάθηση. Στο Τιτίκα Σάλλας (επιμ.) Σύγχρονες προσεγγίσεις στην διδακτική της τέχνης. Αθήνα: νήσος.
Leavy, P. (2020). Η καλλιτεχνική Δημιουργία ως μέθοδος έρευνας, Η καλλιτεχνικής βάσης ερευνητική πρακτική. Αθήνα: Gutenberg – Τυπωθήτω (υπο έκδοση)
Λέτσιου, Μ. (2012). Το sketchbook ως εργαλείο μάθησης. Εικαστική παιδεία, τεύχ.28, Έκδοση της Ένωσης Καθηγητών Καλλιτεχνικών Μαθημάτων, σελ. 104 - 107.
Letsiou, M. (2014). “Soundscapes: Our Place and the Utopia of Art”. In Alfonso Infantes Delgado, Carmen Molina and Teresa E.a (Org.) ‘Criao de Paisagens Sonoras: Hibridizando as linguagens art.sticas em contextos educativos’. Editor: Associao de Professores de Expressoe Comunicao Visual. (e - book).
Λέτσιου, Μ. & Τeles P. (2014). Μη απτική δια-δραστική καλλιτεχνική εγκατάσταση με καθηγητές εικαστικών και μαθητές. Εικαστική παιδεία, τεύχ. 30. Ένωση Καθηγητών Καλλιτεχνικών Μαθημάτων, Θεσσαλονίκη, σελ. 129-132.
Letsiou, M. (2015), “Educational trends: Artistic Interventions for Social Reconstruction”. In Marιa Isabel Moreno Montoro (Ed.) “Re-estetizando, Algunas Propuestas Para Alcanzar La Independencia En La Educacion Del Art”. InSEA Publications, Porto: Portugal.
Μαγουλιώτης, Α. (2002). Εικαστικές δημιουργίες Ι: Μέσα από την παρατήρηση. Αθήνα: Καστανιώτης.
Μαγουλιώτης, Α. (2002). Εικαστικές δημιουργίες ΙΙ: Μέσα από τη φαντασία. Αθήνα: Καστανιώτης.
Marshall, J. (2011). Η εικόνα ως γνώση: Οι οπτικές εικόνες στην έρευνα μέσω της τέχνης. Στο Τιτίκα Σάλλας (επιμ.) Σύγχρονες προσεγγίσεις στην διδακτική της τέχνης. Αθήνα: νήσος.
Νάκου Ε. (2001). Μουσεία: Εμείς, Τα πράγματα και ο Πολιτισμός. Αθήνα: Νήσος.
Σάλλα, Τ. (1996). Δημιουργική φαντασία και παιδική τέχνη. Αθήνα: Εξάντας.
Σάλλα, Τ. (2008). Καλλιτεχνική Παιδεία και Παιδαγωγικά Συστήματα. Αθήνα: νήσος.
Last Update
24-02-2020
